Grade:6 Unit:4 Week:4Content: Equations and TablesDates: 2/11-2/15
Theme Essential Question: How can you use numerical and algebraic expressions, equations, and inequalities to solve real life mathematical problems?
Essential Questions:
Can students translate between equations and tables?
Standards
6.EE.9 Represent and analyze quantitative relationships between dependent and independent variables. Use variables to represent two quantities in a real-world problem that change in relationship to one another;write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d=65t to represent the relationship between distance and time.
Objectives
Students will translate between equations and tables
Reflections and/or Comments from your PCSSD 6th Grade Curriculum Team (Taken from Ohio Department of Education Teaching)
The goal is to help students connect the pieces together. This can be done by having students use multiple representations for the mathematical relationship. Students need to be able to translate freely among the story, words (mathematical phrases), models, tables, graphs and equations. They also need to be able to start with any of the representations and develop the others.
Provide multiple situations for the student to analyze and determine what unknown is dependent on the other components. For example, how far I travel is dependent on the time and rate that I am traveling.
Throughout the expressions and equations domain in Grade 6, students need to have an understanding of how the expressions or equations relate to situations presented, as well as the process of solving them. The use of technology, including computer apps, CBLs, and other hand-held technology allows the collection of real-time data or the use of actual data to create tables and charts. It is valuable for students to realize that although real-world data often is not linear, a line sometimes can model the data .
Background Information
Recommended: For a quick overview of the standard(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials.
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Vocabulary
Math
Suggested Activities-Find as many real-world examples as possible. On Core Mathematics
Equations and Tables Lesson 69 p137-138
Mastering the Common Core ABC
10.3 p130
Teaching the Common Core Math Standards with Hands-On Activities Grades 6-8
Same as week 3 extended
Gizmos
Same as week 3 extended
JBHM
Same as week 3 extended
Glenco
Same as week 3 extended
Highly Recommended: The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions. Tasks that illustrate content standard 6.EE.9:
Grade:6 Unit:4 Week:4 Content: Equations and TablesDates: 2/11-2/15
Theme Essential Question:
How can you use numerical and algebraic expressions, equations, and inequalities to solve real life mathematical problems?
Essential Questions:
Standards
Objectives
Reflections and/or Comments from your PCSSD 6th Grade Curriculum Team
(Taken from Ohio Department of Education Teaching)
The goal is to help students connect the pieces together. This can be done by having students use multiple representations for the mathematical relationship. Students need to be able to translate freely among the story, words (mathematical phrases), models, tables, graphs and equations. They also need to be able to start with any of the representations and develop the others.
Provide multiple situations for the student to analyze and determine what unknown is dependent on the other components. For example, how far I travel is dependent on the time and rate that I am traveling.
Throughout the expressions and equations domain in Grade 6, students need to have an understanding of how the expressions or equations relate to situations presented, as well as the process of solving them.
The use of technology, including computer apps, CBLs, and other hand-held technology allows the collection of real-time data or the use of actual data to create tables and charts. It is valuable for students to realize that although real-world data often is not linear, a line sometimes can model the data .
Background Information
Recommended: For a quick overview of the standard(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials.
Assessment
Product
Key Questions
Observable Student Behaviors
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Vocabulary
Suggested Activities-Find as many real-world examples as possible.
On Core Mathematics
- Equations and Tables Lesson 69 p137-138
Mastering the Common Core ABC- 10.3 p130
Teaching the Common Core Math Standards with Hands-On Activities Grades 6-8- Same as week 3 extended
Gizmos- Same as week 3 extended
JBHM- Same as week 3 extended
Glenco- Same as week 3 extended
Highly Recommended: The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions.Tasks that illustrate content standard 6.EE.9:
- None currently
Diverse LearnersHomework
Terminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
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Art, Music, and Media
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Websites
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- Smartboard Resource Website Smartboard lesson search engine
- CC.6.EE.9 Patterns in Math
The learning objectives are to identify, describe, extend, and create linear patterns and functions.- CC.6.EE.9 Letters in Math
Reinforces the meaning of a variable.- CC.6.EE.9 Finding the Equation of a Line
The objective is to find the equation of a line from a table of values.Other Activities, etc.
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6 PAP Matrix
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